How to teach remotely with
If you are using the Touchstone textbooks in the classroom and you now need to teach your lessons online through a video conferencing tool, this brief guide is for you. It contains suggestions for how to continue using the books with your students and get the most out of video conference classes. The link below takes you to the Class Audio files for the Student’s Book lessons. You can download the files from this site. Make sure students know this is where they can get the audio material – they have this link on the inside front cover of their Student’s Books. www.cambridge.org/touchstone/audio click here
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This guide is based on the principle that live lessons (which you will be likely be delivering through a video conferencing platform) give students the chance to speak and ask questions about issues they’re encountering. Students can complete other tasks such as reading, listening and controlled practice exercises on their own and use the live lessons to check answers.check answers.
Tools you can use in live classes: SCREEN-SHARING: you can share Presentation Plus if you have it, images, short videos as well as playing audio.
G R E AT F O R :
C H AT B O X : use for short answers and brainstorming, allows for all students to participate actively at the same time.
G R E AT F O R :
BREAKOUT ROOMS: virtual rooms for pairs and small groups. Teachers can enter these rooms to monitor and support students.
G R E AT F O R :
> giving instructions
> starting the lesson
> comparing answers after tasks
> setting up tasks
> checking concepts
> role-plays
> presenting grammar or vocabulary
> closing the lesson
> short discussions.
> getting feedback.
> stimulating discussions.
Two or three short breakout rooms tasks help to add variety to your lessons. To find out more about how to set up and manage breakout rooms and other functions in your online class, please see this article: https://www.cambridge.org/elt/blog/2020/03/16/using-video-conference-platformteaching-online/ click here
Tools your students can use for tasks outside the classroom:
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DISCUSSION FORUMS:
VIDEO OR AUDIO RECORDINGS:
you can post a short task on any discussion forum platform (you may have a digital platform at your school, you may want to use online applications like Moodle or Edmodo, or you may want to use a wiki or a blog or other shared online space).
students can make short video recordings on their phones, tablets or computers and share them with you and/or the whole class.
C O L L A B O R AT I V E WRITING TOOLS: students can work together online to write and edit a document using e.g. Google docs.
An overview of a typical unit: A typical unit of Touchstone is structured like this: Unit opener
Unit aims, speaking
Lesson A
Reading/Listening, vocabulary and grammar, speaking
Lesson B
Reading/Listening, vocabulary and grammar, speaking
Lesson C
Conversation strategies, listening, speaking
Lesson D
Reading, listening, speaking, writing
Vocabulary notebook
Vocabulary learning tips
(Note that some lessons follow a slightly different pattern.) We suggest that you use the majority of your time in the live lessons for the speaking activities from the book. You can ask students to do the listening, reading and grammar activities at home and go over the answers to these in the live lessons.
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Example Plan for Teaching a Unit of Touchstone: The following pages show how you could cover Touchstone Student’s Book 1 Unit 5 using a combination of live lessons and self-study. Students will need to prepare for each class and do some homework after class. This example plan includes four lessons: > Lesson A > Lesson B > Lesson C > Lesson D If you have a limited amount of live lessons, Lesson D could be done as self-study and not used in the live lessons. Your first live lesson: It is a good idea to have a short first session using the video conferencing platform to get everyone used to using the system and explain how the course will work in this new format. This will also give everyone a chance to check that they can use the system. You can use some simple activities to review language students have already studied, so they can have a go at using the chat box, the screen sharing functionality, and in breakout rooms (and, in the case of these rooms, understand that you may drop in at any time!). Then you can explain how you want students to study – that you expect them to prepare for each class. Before the lesson recommend that students: > used a wired (rather than Wi-Fi) connection if possible > close down any applications they are not using (especially ones that use the webcam) > set up their computer in a place without background noise > use a headset (so that the sound coming out of their speakers is not being picked up by the microphone) > mute their microphone when they are not speaking > type a symbol (such as *) to raise their hand and show they want to speak (unless the video conferencing platform has this capability) > have their textbooks, a notebook and a pen in front of the computer
5
5
Unit
Free time In Unit 5, you learn how to . . .
Lesson A
FREE-T
Name: Robe
rt Acosta
IME SU RVEY
you go out?
every night once or twice a week other
1
for your help
1 Getting started A Figure it out
Before you begin . . .
What do you do on Friday nights?
5. your family / does / have dinner together / when ? 6. on weeknights / go out / do / you / how often ?
About you
eat out go to the movies
About you
B Pair work Ask and answer the questions with a partner. A What do you do on Friday nights? B I go to a club.
with our survey
!
3 Speaking naturally Do you . . . ? Do you go out a lot?
Compare with a partner. do you go with your friends? B To restaurants and clubs.
C Pair work Complete the survey for your partner. Ask and answer the questions.
Where do you go?
Listen and repeat the questions above. Notice the pronunciation of do you.
B
Listen to the conversations. Write the questions you hear.
A B I sleep late, read, watch TV . . . About you
What do you do?
A
1 A Do you relax in your free B Well, yes, on the weekends.
3 A
2 A do you go to the movies with? B My best friend.
go on the Internet go to a club
How often? every night on Friday nights once a week three times a week twice a month
4. do / your parents / how often / go on the Internet ?
Listen and read as Robert completes the survey with a friend. Check ( ) his answers.
do you go to the movies? B Once or twice a month.
Check ( ) the boxes.
Time expressions
1. do / you / do / what / on Friday nights ?
B Can you complete these questions? Use the survey to help you. 1 A
Do you do these things on the weekends?
Meet my friends. A friend. To the movies. Twice a month. On the weekends.
3. you / who / do / on the weekends / go out with ?
6. What do you time at home do in your free ? go on the Intern et relax in front of the TV rent movies other Thank you
do in your free time? go out with? go? eat out? go out?
2. after class / where / go / your friends / do ?
5. How often do you eat out? every night once or twice a week two or three times a month other
3. Where do you go? to the movie s to clubs to restaurants to the gym other
do you do you does she does he do they
A Unscramble the words to make questions. Compare with a partner.
4. Who do you go out with? my family my friends my girlfriend / boyfriend other
2. When do you usual on weeknights ly go out? on weekends
2
3
What Who Where How often When
Occupatio Please answ n: Student er the ques You can tions. check ( ) more than one answ 1. How often er. do
ask simple present information questions. say how often you do things. talk about free-time activities and TV shows. ask questions in two ways. use I mean.
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Unit 5 Free time
2 Grammar Simple present: Information questions
time?
2 A B Yes, I do. I like movies a lot.
A B Two or three times a week.
C Pair work Practice the conversations. Then ask and answer the questions. Give your own answers.
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Lesson A: Before this class, ask students to: > listen to the dialogue and complete Activities 1B and 1C > read the grammar panel and complete Activity 2A
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> Before you begin: As students arrive for the lesson, ask them to look at page 43 and type their answers to the questions.
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> 1A: Ask students to type the activities they like to do.
Chat box
> 1B: Display the dialogue on screen and play the audio. Check the answers as a class.
Screen sharing
Chat box
> When all students are ready, explain that the goal of today’s lesson is to ask and answer questions about free time activities.
Breakout rooms
> 1C: Have pairs compare answers in breakout rooms then go over answers as a class. > 1D: Have pairs use breakout rooms to ask and answer the questions in the survey. Then have some students share their responses as a class.
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> 2A: Briefly explain the grammar point. Read out the example sentences and have students repeat. Then have pairs compare answers in breakout rooms before going over answers as a class. > 2B: Model the activity. Then have have pairs make their own conversations in the breakout rooms. Afterwards, ask some pairs to demonstrate their conversations for the class.
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Breakout rooms
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> 3A: Read out the sentences and have students repeat after you.
Chat box
> 3B: Play the audio and have students type the missing words in the chat box. Then have pairs ask and answer the questions with their own information in breakout rooms.
Breakout rooms
> 3C: Elicit ideas for survey questions in the chat box and give correction where necessary. Then have pairs ask and answer questions in breakout rooms, before asking some students to share what they learned about their partner with the group (e.g. Carla plays tennis on the weekends).
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> Summarize what students studied today. > Tell students about homework (e.g. workbook or online workbook activities) and what to do to prepare for Lesson B: > listen to the dialogue and do Activity 1B > study the grammar and do Activity 2 > study the vocabulary do Activity 3B
Optional: Set up a discussion forum for your class, and ask each student to ask one specific other student questions about their free time activities.
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Discussion forum
Lesson B
TV shows
A
A
Listen. What kinds of TV shows do you hear? Write the number next to the type of show.
Listen. When does Marisa watch TV? Practice the conversation.
Steve Marisa Steve Marisa Steve Marisa
This soup is delicious. What’s in it? . . . Marisa? Marisa! I’m sorry, what? You know, sometimes I think you watch too much TV. Oh, I hardly ever watch TV. Are you serious? Well, sometimes I watch the morning shows. And I usually watch the late movie. Steve And you always have dinner in front of the TV! I mean, you never talk to me. Marisa Yes, I do! I talk to you during the commercials. Figure it out
Unit 5 Free time
3 Building vocabulary
1 Building language
B Can you find words to complete the sentences? Use the conversation to help you. Marisa watches the morning shows. watches the late movie. has dinner in front of the TV.
1. 2. Marisa 3. Marisa
Word sort
cartoon
soap opera
documentary
reality show
always
I never
always usually often sometimes hardly ever never
Sometimes I . . . I sometimes . . .
Sometimes I eat in front of the TV. About you
People say Sometimes I . . . 7 times more often than I sometimes . . . .
never
I watch TV in the morning. I watch TV shows in English. My family has dinner in front of the TV. I rent movies on the weekends. My family watches TV late at night. We watch videos in our English class.
the news
= I hate = I can’t stand = I don’t like
C Pair work Find out what kinds of TV shows your partner likes. “Do you like cartoons?”
“Yes, I do. I love cartoons. My favorite is . . .”
4 Talk about it Do you watch too much TV? Group work Discuss the questions. Do you have the same TV-watching habits?
Add frequency adverbs to make true sentences. Then compare with a partner. 1. 2. 3. 4. 5. 6.
About you
sitcom
Dislikes = I love cartoons = I really like = I like
In conversation . . . eat in front of the TV.
game show
B What kinds of shows do you like and dislike? Complete the chart. Add other kinds of shows you know.
Likes
2 Grammar Frequency adverbs
talk show
A I never watch TV in the morning. B Really? I always watch TV in the morning.
How many TVs do you have at home? How often do you watch TV? Do you have breakfast in front of the TV?
Do you ever watch TV in bed? in restaurants? Do you watch the commercials on TV? Do you think you watch too much TV?
5 Vocabulary notebook Do what? Go where? See page 52 for a new way to log and learn vocabulary.
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Lesson B:
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> While you wait for everyone to log on, ask students to think of things the man in the picture on page 46 might be saying to the woman.
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> 1A: Show the dialogue and listen to the audio. Elicit the answer to the question. Then have students practice the conversation in pairs.
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> 2: Go over the grammar. Read out the example sentences and have students repeat after you. Model the activity with the sample dialogue. Then have pairs compare sentences in breakout rooms. Ask some students to share their sentences with the class.
Screen sharing
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> 3A: Show the photos from page 47 and elicit each kind of show. If possible, show clips of various TV shows and have students race to type the kind of show it is.
Screen sharing
> When all students have logged on, explain that today’s goal is to learn how to say what kinds of TV shows you like and how often you watch them. Screen sharing Breakout rooms
> 1B: Have pairs compare answers in breakout rooms. Then go over answers as a class.
> 3B: Show the smiley faces to elicit the verbs to talk about likes and dislikes. Ask some students to share sentences that they wrote. > 3C: Model the activity with a confident student. Then have pairs ask and answer questions about the kinds of TV shows in breakout rooms. Ask some students to share their answers.
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Chat box
Breakout rooms
Chat box Breakout rooms
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> 4A: Make sure everyone understands what the questions mean and model a conversation with a confident student, including asking followup questions. Then have pairs ask and answer the questions in breakout rooms.
Breakout rooms
> 4B: Model the activity by asking some students to tell you about their partners. Then have different pairs ask and answer the questions about their first partner in breakout rooms.
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> Briefly summarize what students did today. > Tell students about homework (e.g. workbook or online workbook activities) and what they should do to prepare for Lesson C: > listen to the dialogue and do Activities 1B, 1C and 1D > read the panel on page 49 and do Activity 2A > listen to the conversation and do Activity 3A
Optional: Ask students to tell the class about their favorite TV shows in the forum.
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Discussion forum
Lesson C
Unit 5 Free time
2 Strategy plus I mean You can use I mean to repeat your ideas or to say more about something.
1 Conversation strategy Asking questions in two ways A Can you complete the second question?
Where do you go? I mean, do you go somewhere nice?
Do you know Fabio’s? It’s OK. I mean, the food’s good, . . .
In conversation . . .
A What do you do after work? Do you B Well, I usually go shopping and then go home.
?
I mean is one of the top 15 expressions.
Now listen. What does Lori do after class?
A Complete the questions or answers with your own ideas. Compare with a partner. Do you have any of the same ideas?
Adam So, what do you do after class? Do you go straight home?
1. A Do you ever go out after class? B Well, not very often. I mean, I usually go
Lori Well, usually. Sometimes I meet a friend for dinner.
. . ?
3. A Are you busy in the evening? I mean, do you B Well, I take a lot of classes.
Lori Do you know Fabio’s? It’s OK. I mean, the food’s good, and it’s cheap, but the service is terrible. Do you know it? Adam Well, actually, I work there. I’m a server.
straight home
2. A How do you like the restaurants in your neighborhood? B They’re not bad. I mean, they’re
Adam Oh, where do you go? I mean, do you go somewhere nice?
4. A What do you do in your free time? B Well, I don’t have a lot of free time. I mean, About you
.
B Pair work Ask and answer the questions. Give your own answers.
3 Listening and speaking What do they say next? A
Listen to the beginning of three conversations. How do you think each conversation continues? Circle a or b.
Notice how Adam asks questions in two ways. His questions are clear and not too direct. Find examples in the conversation.
Conversation 1 a . . . what are your hobbies? b . . . where do you work?
“So, what do you do after class? Do you go straight home?”
B B Match the first question to a good second question. 1. 2. 3. 4. 5. 6. About you
What do you do after class? c How do you get home? Do you ever feel tired after class? Do you work in the evening? How often do you go shopping? What do you do for lunch?
a. b. c. d. e. f.
About you
I mean, do you eat out? Do you go shopping a lot? Do you go out for coffee? I mean, do you usually need a break? Do you take the subway or the bus? I mean, do you have a part-time job?
Conversation 3 a . . . do you watch TV? b . . . do you live around here?
C Add a second question to each question below. Then choose one and start a conversation with a partner. 1. How often do you play sports? I mean, do you play
“Well, I usually . . .”
? ?
See Free talk 5 for more speaking practice.
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?
2. Where do you usually have dinner? I mean, do you eat 3. What do you do on the weekends? I mean, do you
4 Free talk Play a board game.
C Pair work Ask and answer the pairs of questions. Give your own answers. “What do you do after class? Do you go out for coffee?”
Conversation 2 a . . . I take French, too. b . . . the food is good.
Now listen to the complete conversations. Check your answers.
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Lesson C:
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> 1A: While you wait for everyone to log on, ask students to type their answers to the question.
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> 1B: Show the dialogue on screen and play the audio. Ask students to type their answers in the chat box.
Chat box
> When all students have logged on, explain that today’s lesson is about using conversation strategies to boost their speaking skills. Screen sharing Breakout rooms
> 1C: Read out the Notice box and have students find some examples in the conversation. > 1D: Have pairs compare answers in breakout rooms, before checking as a class. > 1E: Model the activity by asking some confident students to answer the first question. Then have pairs ask and answer the questions in breakout rooms. Afterwards, have some students share their answers with the class.
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> 2A: Read over the panel and the two examples in speech balloons together. Then have pairs compare their answers in breakout rooms before going over answers as a class. > 2B: Have pairs practice the conversations in breakout rooms. Then model the second part of the activity with some confident students. Have different pairs practice the conversations again but give their own answers. Afterwards, have some pairs perform their conversations for the class.
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Screen sharing Breakout rooms
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> 3A: Show the dialogue and listen to the audio. Stop after each one and ask students to choose the correct question.
Screen sharing Breakout rooms
> 3B: Have pairs use the questions to start conversations in breakout rooms. Afterwards, ask some pairs to perform the conversations for the class. > 3C: Model the activity. Then have pairs make their own second questions to start conversations in breakout rooms. Afterwards, have some pairs perform their conversations for the class.
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> Briefly summarize what students did today. > Tell students what they should to do practice today’s lesson (e.g. workbook or online workbook activities) and what they should do to prepare for Lesson D: > read the article and do Activity 1C > listen to the conversation and do Activity 2B
Optional: Ask pairs to record a conversation (as audio or video) like the dialogue in this lesson on their phones and share it in the forum.
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Discussion forum
Lesson D
Internet addicts
Unit 5 Free time
2 Listening and speaking Using computers A Why do people use computers? How many different ideas can you think of?
1 Reading
“They watch DVDs. They . . .”
A Check ( ) the statements you agree with. Compare with a partner. Can you add more ideas? make new friends and “chat.”
find information.
spend your free time.
practice your English.
B
Listen. What do Andrea and Yoshi use their computers for? Check ( ) the boxes.
Andrea
Yoshi
She watches DVDs. She plays CDs. She checks her e-mail. She has a Web site.
listen to music.
He practices English. He looks at digital photos. He buys books online. He pays bills online.
B Read the article. Do you know any Internet “addicts”?
About you
C Group work Discuss the questions. Do you use computers for the same things?
So, you love the Internet. It’s a great place to find information or go shopping. It’s fun, but do you spend a lot of time online? Experts say 6% of Internet users are Internet addicts — they are always online. “Internet addicts are often young people,” says one expert, “and they usually have problems with family, friends, work, and school.” Take this quiz. If you answer yes to all these questions, maybe you are an Internet addict. 1. Do you spend a lot of time on the Internet? 2. Do you think or talk about the Internet all the time? 3. Are all your friends “Internet friends”? 4. Is the Internet your only hobby? 5. Do you ever miss appointments because you are online?
Yes
No
Yes Yes Yes
No No No
Yes
No
So, what do you do if you think you are an addict? Go to a counseling service. Where are they? On the Internet, of course!
Do you have e-mail? How often do you send e-mail?
Do you go on the Internet? What do you do online?
Do you ever shop online? What do you buy?
A Write a message to the Web site about yourself. Complete the sentences. E-pals in English
Help note Are you an English student? Do you want a pen pal or an e-pal? Write about yourself below. We’ll find you an e-pal in another country. Hello. My name is to an English class I and but I don’t like
C Answer the questions about the article. Compare your answers with a partner.
I
1. How many Internet users are “addicts”? 2. What problems do Internet addicts have? 3. Where do Internet addicts go for help? 4. What are some things Internet addicts do? About you
How often do you use a computer? What do you use it for?
3 Writing A message to a Web site
, and I live in . I go a week. In my free time, . I like , .
Linking ideas with and and but My name is Sombat, and I live in Bangkok. I take English and Chinese. I love movies, but I don’t like cartoons.
.
B Class activity Read your classmates’ messages. Choose an e-pal and tell the class
D Pair work Take the quiz in the article. Ask and answer the questions. Is your partner an Internet addict? Are you?
about him or her.
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Lesson D:
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> 3A: While you wait for everyone to log on, ask students to type their answers to the question.
2
> 1A: Have small groups discuss the statements in breakout rooms. Then ask some groups to explain their thoughts to the class.
Chat box
> When all students have logged on, explain that today’s lesson is about using and and but. Breakout rooms
> 1B: Have pairs compare answers in breakout rooms. Then go over the answer together. > 1C: Have pairs compare answers in breakout rooms. Then go over the answer together.
3
> 2A: Ask students to share some ideas they thought of at the start of the lesson.
Screen sharing Breakout rooms
> 2B: Show the dialogue and play the audio. Then have pairs compare their answers in breakout rooms before going over the answers as a class. > 2C: Have pairs discuss the questions in the breakout rooms. Afterwards, have some students share their ideas with the class.
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> 3B: Ask students to read the email and find out what the person wants to know. Go over the Help note together to explain how to use and and but. > 3C: Have pairs work together to write a reply in the breakout rooms. Afterwards, ask some students to share their replies by posting them in the chat box. Offer correction for any errors about the use of and or but. > 3D: Have pairs asks and answer the questions in breakout rooms. Then have students share the results with the class.
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Screen sharing Breakout rooms
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> Briefly summarize what students did today. > Tell students about homework (e.g. workbook or online workbook activities) and what they should do to prepare for the next lesson.
Optional: Send students an email with a similar question to the one in the email and ask them to write a reply.
NOTE: It is possible to do Lesson D as a totally asynchronous lesson if that suits your teaching situation. You could use the discussion questions in Activity 2C as a forum discussion and have students email you their answers to Activity 3C. The Vocabulary notebook page can also be done as self-study.
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We hope you find this guide helpful. In addition you may find the following resources useful:
click here
1. If your students have the Touchstone Student Books with Online Course then they will be able to use this to study at home using the Cambridge Learning Management System (CLMS). Information on how to access the course is provided on the inside front cover of the Student Book. Similarly, if you have Touchstone Student Books with Online Workbook access, there are instructions for students on how to register for the CLMS on the inside front covers. For both types of course, students can use the ‘self-study’ mode in the CLMS if they wish. Or alternatively, teachers can create a class. Once you create a class you will automatically receive a CLMS class code which can be sent to your students so they can join the class.
click here
2. If your students are continuing to use the printed Student Books at home, they can download all of the audio from the Resources tab on the Touchstone web pages. 3. For reference material, there are the Touchstone Language Summaries also free to download.
click here
click here
click here
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Looking for more digital resources to help with home learning? You might also like to consider: > Free resource for students and teachers: Make your words meaningful with Cambridge Dictionary. Sign up for ‘Cambridge Dictionary Plus’ for free to access quizzes and to create, share and download your own word lists. > World of Better Learning blog for teachers: To help support all teachers who now have to teach from home due to the Coronavirus outbreak, we have created a series of blog posts with expert advice on how to move your classes online.